Lesson Plan | Socioemotional Learning | Units of Measurement: Temperature

Objectives

Duration: (10 - 15 minutes)

The purpose of this stage of the Socioemotional Lesson Plan is to provide students with a clear understanding of what temperature is and the associated units of measurement, such as degrees Celsius. Additionally, it aims to promote the development of socioemotional competencies, helping students to recognize and manage their emotions while learning new mathematical content. This initial stage establishes the necessary foundation for cognitive and emotional learning throughout the lesson.

Main Goals

1. Understand the concept of temperature and its importance in daily life.

2. Identify the main units of measurement for temperature, focusing on degrees Celsius.

3. Recognize and express emotions related to learning new concepts, such as temperature.

Introduction

Duration: (15 - 20 minutes)

Emotional Warm-up Activity

Guided Meditation for Focus and Concentration

The suggested emotional warm-up activity is Guided Meditation. This practice helps students focus, be present, and concentrate better, preparing their minds for learning.

1. Prepare the environment: Ask students to sit comfortably in their chairs, maintaining an upright posture, with their feet on the floor and hands resting on their legs.

2. Start breathing: Instruct students to close their eyes and begin deep breathing, inhaling through their nose and exhaling through their mouth. Ask them to repeat this breathing pattern several times.

3. Guide attention: Guide students to concentrate on the feeling of air entering and leaving their lungs. If any thoughts come to mind, ask them to gently let it go and refocus on their breathing.

4. Visualization: Ask students to visualize a calm and pleasant place, such as a quiet beach or a blooming field. Instruct them to 'explore' this place mentally, noticing details like colors, sounds, and scents.

5. Gradual return: After a few minutes, ask students to start bringing their attention back to the classroom. Instruct them to wiggle their fingers and toes, and gradually open their eyes.

6. Share experience: Ask students how they felt during the meditation and if they noticed any changes in their emotional or physical state.

Content Contextualization

Temperature is a fundamental aspect of our lives, influencing how we dress, how we feel, and even how our electronic devices work. For example, knowing body temperature can indicate if we have a fever and need to see a doctor. Furthermore, weather forecasts use units of temperature measurement to help us plan our daily activities. Understanding how to measure temperature and interpret these measurements is not only essential for mathematics but also for our daily lives and emotional well-being.

Development

Duration: (60 - 75 minutes)

Theoretical Framework

Duration: (20 - 25 minutes)

1. Concept of Temperature: Explain that temperature is a measure of how hot or cold something is. It is a fundamental concept in science and in our daily lives.

2. Units of Temperature Measurement: Detail the main units of temperature measurement, focusing on degrees Celsius (°C). Use examples like the boiling point of water (100°C) and the freezing point of water (0°C). Include other units like Fahrenheit (°F) and Kelvin (K), highlighting that degrees Celsius is the most commonly used in Brazil.

3. Thermometer: Explain what a thermometer is and how it is used to measure temperature. Show images of different types of thermometers (clinical, environmental, digital) and describe how each works.

4. Unit Conversion: Introduce the idea of converting between temperature units. For example, how to convert from Celsius to Fahrenheit and vice versa. Provide a simple formula for this, such as °F = (°C * 9/5) + 32.

5. Relevance in Daily Life: Give practical examples of how temperature affects our lives, such as weather forecasts, temperature control in air conditioning units and heaters, and the importance of measuring body temperature in cases of fever.

Socioemotional Feedback Activity

Duration: (30 - 40 minutes)

Temperature Measurement Experience

Students will participate in a hands-on temperature measurement activity using thermometers (digital or mercury). They will measure the temperature of different environments and objects (for example, hot water, cold water, outdoor air), recording values in degrees Celsius and discussing the observed differences.

1. Distribute Material: Hand out thermometers to students, ensuring everyone knows how to use them correctly.

2. Measure Temperatures: Ask students to measure the temperature of different objects and environments, such as hot water, cold water, and the air in the room. Record the values in a table.

3. Record Results: Instruct students to log their measurements in a table, noting the temperatures in degrees Celsius.

4. Compare and Discuss: Gather students in small groups to compare measurements and discuss the observed differences. Ask what may have caused these differences.

5. Reflect on the Experience: Ask students to reflect on how this experience made them feel. Were they anxious, curious, frustrated, or happy? Record these emotions on a board.

Group Discussion

After the practical activity, gather students for a group discussion. Use the RULER method to guide the discussion:

Recognize: Ask students how they felt during the activity. Were they able to recognize their emotions? What emotions were most common?

Understand: Discuss the causes of those emotions. For example, why did some students feel frustrated when using the thermometer? What caused anxiety or curiosity?

Label: Help students correctly label their emotions. Use examples and analogies to aid understanding.

Express: Encourage students to express their emotions appropriately. For example, share their frustrations or accomplishments with peers.

Regulate: Teach emotional regulation techniques, such as deep breathing or positive thinking. Ask how they can use these techniques in future activities.

Conclusion

Duration: (20 - 25 minutes)

Emotional Reflection and Regulation

For the reflection and emotional regulation activity, suggest that students write a paragraph about the challenges they faced during the lesson and how they managed their emotions throughout the activities. Alternatively, organize a talking circle where each student can share their experiences and feelings. Ask how they felt measuring temperature, if they faced difficulties, and how they dealt with them. Encourage students to reflect on the strategies they used to regulate their emotions and to share these strategies with their peers.

Objective: The objective of this subsection is to encourage students to self-assess their emotional experiences during the lesson, helping them identify effective strategies for managing challenging situations. Reflecting on the challenges faced and the emotions felt will enable students to develop self-awareness and self-control skills, essential for their personal and academic growth.

Closure and A Look Into The Future

To conclude the lesson, suggest that each student set a personal goal and an academic goal related to the content learned. Explain that these goals can be about improving their understanding of the concept of temperature, practicing temperature measurement at home, or applying knowledge in everyday situations. Ask students to write down their goals and share them with the class, if they feel comfortable.

Possible Goal Ideas:

1. Better understand the concept of temperature and its units of measurement.

2. Practice temperature measurement in different contexts.

3. Apply knowledge about temperature in daily life, such as in weather forecasting.

4. Develop self-awareness and emotional self-control skills.

5. Improve the ability to work in groups and share experiences. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of their learning. Setting personal and academic goals will help students see the relevance of the content learned and continue their development both academically and personally. This practice also promotes responsibility and planning for the future, which are essential for students' ongoing success.